Hierdie Studie is uitgevoer om spesifieke determinante van vereensaming tydens vroeë volwassenheid te identifiseer. Die ondersoek is gedoen deur middel van vraelyste wat deur 'n ewekansig geselekteerde steekproef van 294 proefpersone tussen die ouderdomme 20 en 34 jaar voltooi is. Betekenisvolle verbande is gevind ten opsigte van vereensaming tydens vroeë volwassenheid en huwelikstatus, ervaring van huidige huwelik, aantal vriende, bestaan van 'n vertroueling al dan nie, kontak met eie familie, verlange na 'n spesifieke persoon en die verbreking van 'n liefdes- of vriendskapsverhouding. Kontak met bure blyk egter nie 'n belangrike determinant van vereensaming te wees nie. Geen betekenisvolle verbande ten opsigte van Jong volwassenes se geslag, woonomgewing, tipe behuising en lewenswyse en die mate van vereensaming wat hulle ervaar, is gevind nie. Gebrek aan sosiale kontak en interaksie blyk dus belangrike determinante van vereensaming tydens vroeë volwassenheid te wees. Dit is egter duidelik dat vereensaming nie 'n eenvoudige verskynsel is nie. Dit blyk eerder 'n verskynsel met vele dimensies in terme van die determinante en die subjektiewe belewing daarvan te wees.
Background: A healthy classroom climate has been related to the socioemotional development of learners. This, in turn, has been associated with an increase in academic success, intrapersonal skills and the quality of interpersonal relationships.Aim: This study aimed to investigate the impact of classroom climate on the emotional intelligence (EI) levels of South African primary school learners. The aim was also to determine which classroom factors promote, and which inhibit the development of EI.Setting: A purposive sample of 119 primary school learners from six classes in two government schools in Durban, Kwazulu-Natal was drawn. Ethical clearance and permission for the study were obtained from the relevant stake holders. Informed consent was obtained from the parents or guardians as well as the participants.Methods: The My Class Inventory (short form) (MCI-SF) and the Trait Emotional Intelligence Questionnaire (Child Short Form) (TEIQue-CSF) were administered. The former is a measure of classroom climate. Relations between classroom climate factors and EI were explored by means of Pearson’s correlations and stepwise multiple regression analysis. ANOVA and Kruskal-Wallis tests were used to compare the performance of the learners in the different classes in terms of these variables.Results: Results indicated a strong relation between classroom climate and EI; satisfaction and cohesiveness correlated positively with EI levels, whilst friction, competitiveness and difficulty correlated negatively with EI levels.Conclusion: The results contribute to the understanding of the development of a positive classroom climate. Intervention at classroom level might be a more viable option in resource-strapped contexts.
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